Digital Commons Network^™

Exploring The Impact Of Student-Faculty Partnership Program At A Hispanic Serving Institution, Alyssa Guadalupe Cavazos, Lesley Chapa, Javier Cavazos-Vela

To Improve the Academy: A Journal of Educational Development

Guided by a strength-based framework and counter-storying lens, we use a qualitative case study approach (Cook-Sather, 2020; Cook-Sather and Motz-Storey, 2016; Lechuga-Peña and Lechuga, 2018) to explore students’ and instructors’ experiences with a students as learners and teachers (SaLT) partnership program at a Hispanic Serving Institution (HSI). This study includes five students and five faculty members who participated in the student-faculty partnership program. Data collection involved student partners’ self-assessment reflections and faculty members’ pre- and post-program reflections on their experiences. Several themes were identified following a phenomenological analysis of students’ and faculty partners’ self-reflections. Themes emerging from student participants included …

First Portfolio: Introduction To Psychology (Psych 181), Chelsea A. Witt

UNL Faculty Course Portfolios

This course portfolio analyzed student learning in Introduction to Psychology, Psych 181 at the University of Nebraska- Lincoln. This course is often taken by first year students of various backgrounds and majors; this course is a pre-requisite for many other psychology courses. In general, the course covers basic psychological concepts in the realm of biopsychology, developmental psychology, social and personality psychology, cognitive psychology, and clinical psychology. Student enrollment for this section is capped at 200. This portfolio outlines my course goal, objectives, and assessments of those goals. There is also a reflection throughout regarding how well students feel supported and …

Maktabah Syamilah As An Information Seeking Tool For Higher Education In Islamic Studies, Asnil Aidah Ritonga

Library Philosophy and Practice (e-journal)

This study is a personal perspective from the experience of teaching Islamic Studies in a Master's Program of Islamic Higher Education. Students' limited knowledge and skills while seeking reference sources for Islamic studies serve as an obstacle in writing authentic academic works. Therefore, the use of Maktabah Syamilah as a reference tool for Islamic studies is very important for students. The skill of using Maktabah Syamilah is necessary because scientific works, including papers or research at Islamic universities, demand the use of original Arabic literature. Hence, proficiency in using this tool requires serious training and should be promoted by the …

Anth 110: Introduction To Anthropology: A Peer Review Of Teaching Benchmark Memo, Taylor A. Livingston

UNL Faculty Course Portfolios

This portfolio examines the extent to which the learning outcomes for Introduction to Anthropology (ANTH 110) were met through course assessments. The primary goal of this course is for students to engage with anthropological content, by introducing students to an anthropological perspective, which requires looking at issues from multiple contexts (holism), and having students add this to their “tool kit” to help them make sense of what they believe, why they believe it, and how to make sense of the world around them and their place in it. The alignment of outcomes and assessment was analyzed through an examination of …

Nefdc Exchange, Volume 34, Summer/Fall 2020, New England Faculty Development Consortium

NEFDC Exchange

Contents

President's message, Marc Ebenfield

Bridging media: Shared referents to connect the unfamiliar to the familiar

Using flash activities to stimulate positive student engagement and promote critical thinking skills

Implementing a mid-semester assessment process (map) in your course: Using reflection to help reduce faculty and student anxiety

NEFDC Board members

Pols 332: Climate Change: Policy And Politics - A Peer Review Of Teaching Project Benchmark Portfolio, Ursula W. Kreitmair

UNL Faculty Course Portfolios

This benchmark portfolio i) provides and overview learning objectives of and pedagogical techniques used in POLS 332 Climate Change: Policy and Politics; and ii) assesses student learning in the course. The course is an upper-level undergraduate course designed to provide students with the ability to follow and actively participate in current climate change policy debates. The course seeks to leave students well versed in both domestic and international policy settings, to provide them with the ability to identify critical assumptions that can alter policy outcomes, and to bestow students with significant understanding of current climate policy. The course is inter-disciplinary …

Psyc 462/862: Motivation And Emotion, Carolyn R. Brown-Kramer

UNL Faculty Course Portfolios

In this course portfolio, I examine the course goals, learning objectives, teaching methods and materials, assessments, and outcomes for an upper-level psychology elective course, PSYC 462/862, Motivation and Emotion. The course introduces students to the major theories of motivation and emotion, develops their ability to critically examine empirical psychological research, encourages the application of theoretical and empirical work to real-world contexts, and strengthens students’ communication skills. For each of the four course goals, I describe how and why I conduct the course as I do, as well as how my pedagogical choices influence student learning and engagement. Data analyses and …

Nefdc Exchange, Volume 31, Fall 2018, New England Faculty Development Consortium

NEFDC Exchange

Contents

President's message: Faculty development in the 21st century, Marc Ebenfield

NEFDC publication schedule change

“I will forever be changed”: Encouraging meaning-making in service-learning, Isabelle Jenkins, MDiv, Virginia Ryan, Ph.D., and Michelle Sterk Barrett, Ph.D. - College of the Holy Cross

Call for proposals for the spring 2019 conference

Lessons from the mat: 17 things being a new yoga student taught me about effective, student-centered teaching, Jen Girgen, J.D., Ph.D. - Salem State University

Connected: Building meaningful relationships for online learning, Sara Donaldson, Ed.D., Karen Caldwell, Ed.D., and Carey Borkoski, Ph.D., Ed.D. - Johns Hopkins University

Defamiliarizing the familiar: Challenging …

Hist 340: American Legal History—A Peer Review Of Teaching Project Inquiry Portfolio, Katrina Jagodinsky

UNL Faculty Course Portfolios

This inquiry portfolio measures the success of revisions made to HIST 340: American Legal History after a previous benchmark portfolio revealed a number of problems in communicating to students the importance and meaning of the course objectives, in correlating assessments to the final grade, and in documenting student learning and quality of instruction. The findings, outlined below, indicate that identifying a clear course theme; more strongly aligning readings, assessments, and discussions to course objectives; and restructuring the verbal and written analysis of readings dramatically improved students’ performance and satisfaction. Measures used include formal and informal student evaluations of instruction, formal …

Nefdc Exhange, Volume 27, Fall 2014, New England Faculty Development Consortium

NEFDC Exchange

Contents

President's message - Deborah J. Clark, Quinnipiac University

Embracing the Changing World: Incorporating Team-Based Learning in an Upper Level General Education Course - Mei-Yau Shih, University of Massachusetts Amherst and Susan Han, University of Massachusetts Amherst

Information Literacy: From Today’s Critical Challenges to Tomorrow’s Critical Thinking Opportunities - Kisha G. Tracy, Fitchurg State University and Jennifer Fielding, Northern Essex Community College

Preparing Future Faculty: By Chance or Design? - Keith Barker, University of Connecticut

Encouraging Crosstalk: What Higher Education Can Learn from the Next Generation Science Standards - Tracie Marcella Addy, Quinnipiac University

Spring 2015 Conference Announcement

The College …

Hist 340: American Legal History: A Peer Review Of Teaching Project Benchmark Portfolio, Katrina Jagodinsky

UNL Faculty Course Portfolios

Because I am teaching HIST 340: U.S. Legal History for the first time and plan to make it a signature course of mine, I am using the course portfolio and peer review teaching workshop to carefully chart effective teaching strategies for this course. My goals are threefold: 1) to more deeply consider the constituency and position of this course as an important component of the Pre-Law Program and imagine ways to strengthen the History Department’s presence in that area; 2) to ensure the efficacy of teaching strategies and assessments in giving students the opportunities they need to meet course objectives; …

Jour 302: Reporting Ii—A Peer Review Of Teaching Project Inquiry Portfolio, Joseph Weber

UNL Faculty Course Portfolios

This document summarizes the results of an inquiry conducted as part of an advanced reporting course. The questions at hand were, “can students be taught to avoid bias in their journalistic work and to provide fair accounts of news developments?” and “how might they best be taught that?” This exploration revolved around a single lecture and discussion session, several reading assignments and the viewing of a video interview, and involved two writing assignments. The results suggest that both the teaching and evaluation of bias and fairness are difficult and complex. The findings suggest a single lesson may not be adequate …

Nefdc Conference Program, Spring 2013, New England Faculty Development Consortium

New England Faculty Development Consortium Conference Programs

New England Faculty Development Consortium

Spring 2013 Conference Program

Engaged Learning: Impacts and Implications

June 14, 2013

Westford Conference Center

Westford, Massachusetts, United States

Nefdc Exchange, Volume 26, Fall 2013, New England Faculty Development Consortium

NEFDC Exchange

Contents

President's message - Deborah J. Clark,

Peer-Instruction in your Classroom: A Balancing Act - Dorothy A. Osterholt and Sophie Lampard Dennis, Landmark College

Call for Proposals for the Spring 2014 Conference

Spring conference: June 6, 2014, “Moving from STEM to STEAM: What Really Works”

Build Tomorrow’s Problem Solvers Today: Develop Positive Deviants! - Genevieve E. Chandler, University of Massachusetts-Amherst

Engaged Learning and the Art of Mindfulness in Higher Education - Yvonne Vissing, Salem State University and Michelle Solloway, Greater Los Angeles VA Health Care System

What Can Evolutionary Psychology Teach Us about Pedagogy? - Randy Laist, Goodwin College

Board …

Law 799: Clinical Practice-Criminal—A Peer Review Of Teaching Project Benchmark Portfolio, Steven Schmidt

UNL Faculty Course Portfolios

This portfolio provides a broad overview of my teaching of Law 799. It not only gives the reader an understanding of the goals I have for the course, but also how I endeavor to reach those goals. Finally, through the use of student assessment, this portfolio provides insight as to whether my goals were reached and to what degree. Thus, the portfolio serves to inform me of areas needing improvement.

Nefdc Conference Program, Fall 2012, New England Faculty Development Consortium

New England Faculty Development Consortium Conference Programs

Colleges of Worcester Consortium and New England Faculty Development Consortium

Staying on Course through College!

Conference Program

November 16, 2012

College of the Holy Cross

Worcester, Massachusetts, United States

About The Authors, Volume 30 (2011)

To Improve the Academy: A Journal of Educational Development

About the editors and authors of volume 30 (2011) of To Improve the Academy: A Journal of Educational Development.

About The Authors, Volume 27 (2009)

To Improve the Academy: A Journal of Educational Development

About the editors and authors of volume 27 (2009) of To Improve the Academy: A Journal of Educational Development.

About The Authors, Volume 26 (2008)

To Improve the Academy: A Journal of Educational Development

About the editors and authors of volume 26 (2008) of To Improve the Academy: A Journal of Educational Development.

Nefdc Exchange, Volume 18, Number 2, Fall 2007, New England Faculty Development Consortium

NEFDC Exchange

Contents

Message from the President - Judy Miller, Clark University

From the editors - Tom Thibodeau, New England Institute of Technology, and Jeanne Albert, Castleton State College

NEFDC Fall Conference, Friday, November 9, 2007, Worcester, Massachusetts; theme: Engaged Learning: Fostering Student Success; keynote speaker: George Kuh, Indiana University

Engaged Learning: The Foundation for Student Success, Note from our Fall Conference Keynote Speaker - George Kuh, Indiana University

Fall Conference Agenda

Learning Through Community Engagement - Kevin R. Kearney, Massachusetts College of Pharmacy and Health Sciences

Reciprocal Mentoring - Mathew L. Ouellett and Susan E. McKenna, University of Massachusetts Amherst

Helpful …

Nefdc Exchange, Volume 18, Number 1, Spring 2007, New England Faculty Development Consortium

NEFDC Exchange

Contents

Message from the President - Judith Kamber, Northern Essex Community College

From the editors -

Encounters With George: Information Literacy and Mathematics at Berkshire Community College - Karen Carreras-Hubbard and Annette Guertin, Berkshire Community College

Achieving Information Literacy Goals Through Collaboration - Pamela Bedore, University of Connecticut, Avery Point

Teaming Up! The Sociology/English Composition I /Librarian Embed Experience at Northern Essex Community College - Linda A. Desjardins, Northern Essex Community College

Common Learning Outcomes for First-Year Information Literacy - Mary Adams, University of Massachusetts Dartmouth; Gabriela Adler, Bristol Community College; Susan Berteaux, Massachusetts Maritime Academy; Marcia Dinneen, Bridgewater State …

Publish, Don't Perish: A Program To Help Scholars Flourish, Tara Gray, Jane Birch

To Improve the Academy: A Journal of Educational Development

Faculty often believe that if they do not publish, they will perish. Faculty developers can respond to this need by helping faculty increase their scholarly productivity. Research shows that faculty are more productive if they write for 15-30 minutes daily, organize their writing around key sentences, and get extensive feedback on drafts. This article evaluates a program hosted on two campuses that aimed at supporting 115 faculty achieve these goals. Throughout the program, participants kept records of time they spent writing and the number of pages they wrote and at the end of the program, they were surveyed. These data …

Pod Membership Directory And Networking Guide 1988-89

Professional and Organizational Development Network in Higher Education: Archives

Membership Directory

Members by Location

Members by Institutional Type

Membership Directory, March 1, 1988

Professional and Organizational Development Network in Higher Education: Archives

No abstract provided.